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LOYOLA INSTITUTE

COURSE HANDBOOK2014-2015

Handbook 2014-15

CONTENTS

1. INSTITUTE STAFF 4I. Full-time staff 4

2. PEOPLE TO HELP YOU 4

I. College Tutors 4II. S2S (Student 2 Student) 4III. Heads of Year 5IV. Academic Staff 5V. Student Representatives 5

3. THE ACADEMIC YEAR 6

I. Semesters 6

4. DEGREE PROGRAMMES 6

5. MODULE DESCRIPTIONS 9

I. Junior Freshman Year 9II. Senior Freshman Year 22

6. ATTENDANCE AT LECTURES 38

7. ASSESSMENT

8. WRITING ESSAYS 38

I. Referencing 38

1. Referring to the Bible 382. Foot/endnotes 383. Bibliography 404. Noting or listing an internet source 40

II. Plagiarism 41III. Essay Submission 43IV. Essay extensions 44V. skills4study (help with your essays) 44

9. EXAMINATIONS 45

I. Examination Results 45II. Examination Conventions 49III. Transcripts 49

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10. EXPLANATION OF ECTS 50

11. RESOURCES: BOOKS AND THE LIBRARY 50

12. RESOURCES: COMPUTER FACILITIES 50

I. General information 50

13. RESOURCES: THE WEINGREEN MUSEUM 51

14. INTERNATIONAL STUDY 51

I. Visiting Students at Trinity 51II. Trinity students abroad: the ‘Socrates’ scheme 51

15. SCHOLARSHIPS AND PRIZES 52

I. College Scholarships 52

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1. INSTITUTE STAFF

I. Full-time Staff Members

Dr. Cornelius J. Casey (Director), Email: [email protected]; Ext.4789

Prof. Siobhán Garrigan (Loyola Chair in Catholic Theology) Ext.4794

Dr. Fáinche Ryan (Assistant Professor of Systematic Theology), Email: [email protected]; Ext.4791

Dr. David Shepherd (Assistant Professor of Hebrew Bible), Email: [email protected]; Ext.4796

Admin: Gabrielle McCabe, Executive Officer, Email: [email protected]; Ext.4790

The Loyola Institute is part of the Confederal School of Religions, Theology and Ecumenics which includes two other academic units, the Department of Religions and Theology and the Irish School of Ecumenics. For contact and further information please visit the Confederal School website http://www.tcd.ie/religions-theology-ecumenics/

2. PEOPLE TO HELP YOU

I. College Tutors

Trinity College is the only university in Ireland to operate what is known as the tutorial system. When you register at Trinity, you are allocated a College Tutor—a member of the academic staff appointed to look after your general welfare. Your tutor may well not be a member of the Loyola Institute. His or her tutor's role includes answering your queries, signing forms, writing references and offering confidential advice should you have domestic, financial or personal difficulties. You should arrange a meeting with your tutor as soon as possible after registration.

II. S2S (Student 2 Student)

From the moment you arrive in College right the way through to your end of year exams Student 2 Student (S2S) is here to make sure your first year is fun, engaging and a great foundation for the rest of your time in Trinity. You’ll meet your two S2S mentors in Fresher’s Week and they’ll make sure you know other people in your course before your classes even start. They’ll keep in regular touch with you throughout your first year and invite you to events on and off campus. They’ll also give you useful information about your course and what to look out for. Mentors are students who have been through first year and know exactly what it feels like, so you never have to worry about asking them a question or talking to them about anything that’s worrying you.

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S2S also offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat.

S2S is supported by the Senior Tutor's Office and the Student Counselling Service.

http://student2student.tcd.ie, E-mail: [email protected], Phone: + 353 1 896 2438

III. Heads of Year

The Loyola Institute also appoints a Year Head for each year. This person, who is a member of the School’s staff, monitors your progress and is available for consultation should you have any difficulties with your studies.

JF Dr Fáinche RyanSF Dr Cornelius J. Casey

IV. Academic Staff

The teaching style of our institute is interactive. You are welcome to ask questions in class and to take part in discussions.

The lecturers in the institute are all approachable people who welcome the opportunity to meet their students. The times at which lecturers are available to students in their offices will be communicated by the lecturer.

Do not allow problems with a course or with your studies in general to build up. Go to see your Year Head, and meet with your College Tutor. Remember too that confidential help with personal problems is available for all students through the Student Counselling Service.

V. Student Representatives

Student representatives are available for each year of the undergraduate course, whether Single Honor or TSM programmes. The postgraduate community also has a student representative. The School Committee meets once a term and offers a regular and formal opportunity for staff and students to talk together about the curriculum, the life of the Institute, and matters of particular concern to the student body. If you have an issue that you would like to raise, tell the appropriate student representative about it.

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3. THE ACADEMIC YEAR 2014-2015

I. Semesters

The academic year is divided into two semesters. Each semester is of 12 weeks duration. Week 7 in each semester is designated as Reading Week.

Semester A: Begins Monday the 22nd of September and concludes Friday the 12th of December. Reading Week begins Monday the 3rd of November (Timetable Week 11 = Teaching Week 7).

Semester B: Begins Monday the 12th of January and concludes Friday the 3rd of April. Reading Week begins Monday the 23 rd of February (Timetable Week 27 = Teaching Week 7).

4. DEGREE PROGRAMMES

The Honors B.A. degree is known as a Moderatorship. Within the Institute, a degree course in Catholic Theological Studies is offered as a single honors programme.

MODERATORSHIP

CATHOLIC THEOLOGICAL STUDIES

Course Overview Theology is a fascinating and vital subject that challenges those who study it to think critically about God, human existence, the world we live in and the role of religion in our lives. The Moderatorship in Catholic Theological Studies is designed to provide students with knowledge of the Catholic theological, intellectual and cultural tradition and the critical issues that arise in the study of its origins, formative periods, and foundational documents. Students will be provided with the skills and ethical understanding to participate in current debates about the place of the Catholic intellectual tradition in a globalized world.

Course Content In the first year the student is introduced to the variety of disciplines that make up Catholic Theological Studies. These include, amongst others, Biblical studies (Hebrew Bible and the New Testament), theological ethics and liturgical theology. There are introductions to the different academic Approaches to the Study of Religion and to Philosophy. In the second and third year the student engages in a progressively deeper study of the subject matter of the main theological disciplines. A study of the cultural and historical expressions of Catholic Christianity is a significant theme of the curriculum. The possibility of language studies in Latin, Greek or Hebrew is offered. In the fourth year the student makes options for the study of advanced topics in these disciplines and is given appropriate guidance in writing a research dissertation.

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ModulesJunior Freshman (Modules are 5 credits, unless otherwise stated)

The Making of Catholic Theology: the Modern Period (c.1900-2000) The Making of Catholic Theology: the Patristic Period Jewish origins and the Hebrew Bible: Texts and contexts New Testament and Early Christianity: Texts and Contexts Catholic Theology in a secular age: a critical introduction Liturgical Theology Theological Anthropology (10 credits) Foundations for Theological Ethics Ethics and Society in Catholic traditions Introduction to Philosophy Introduction to World Religions

Senior Freshman

The Making of Catholic Theology: the Medieval Period Theology in Reformation and Counter Reformation Literary and historical approaches to the Torah/Pentateuch From Joshua to the Exile: the rise and fall of Israel and Judah Paul and the Development of Early Christianity Pauline Letters in Context Christology and Eschatology God: One and Three The ethics of embodiment Contemporary ethical issues

Junior Sophister

Catholic life and thought in the Age of Enlightenment Mission, Culture and Diversity in a Global World Literary and Historical approaches to the Gospels The Johannine Writings The Development of the Wisdom Literature Prophets, Seers and Sages Ecclesiology: Unity and Diversity in Catholic Christianity Eucharistic Theology

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Optional Modules Senior Freshman must select 10 credits, and Junior Sophister 20 credits, from the following 5 and 10 credit modules. The module offerings may vary from year to year.

Classic Spiritualities (5 credits) ( available 2014-15) The Book of Kells and Early Irish Texts: a theological reading (5)

(available 2014-15) Philosophy II (5 credits) Introduction to Latin (10 credits) Introduction to Greek (10 credits) Introduction to Hebrew (10 credits) Church and Society: the Irish experience (5) Ecumenical Theology (5) Ethics and Ecology (5) The Making of Catholic Theology in the Modern Period: Part II (5) Engaging with World Religions (5) Intermediate Greek (10) Intermediate Hebrew (10)

One 5 credit module from the Broad Curriculum may be submitted as an optional module requirement for Freshmen and Junior Sophister students:https://www.tcd.ie/Broad_Curriculum/

Senior Sophister

Students take modules to the value of 60 credits comprising one compulsory module (research dissertation of 15,000 words) and three optional modules carrying 15 credits each. 45 credits are chosen from:

(a) research interests of staff in the following thematic areas: Advanced topics in Scripture and Exegesis (15 credits)Advanced topics in Systematic Theology (15 credits)Advanced topics in Theological Ethics (15 credits)

(b) Theology and Science: the historical relationship and contemporary controversy (15 credits)

(c) Students may also choose from additional modules offered by the Department of Religions and Theology, as set out in the course handbook of that Department.

Please note module offerings may vary from year to year.

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5. MODULE DESCRIPTIONS

I. Junior Freshman

Michaelmas Semester:

The Making of Catholic Theology: The Modern Period (c. 1900 — 2000)Theme: TraditioningECTS: 5Module Code: LY1100Contact Hours 22Mode of Delivery 16 lecture hours, 6 seminarsLecturer: Dr Cornelius J Casey

Module Description:The purpose of this module is to survey the political, cultural and religious context in which, through a series of movements of thought, Catholic theology changed and developed profoundly in the period 1900 – 2000. The students will be introduced to the work of some representative theologians of the period. The module includes a seminar-study of the work of one such theologian. This seminar will comprise one third of the contact hours.

Among factors influencing the formation and re-formation of theology in the period are the political and social effects of the First World War, the rise of fascism and Soviet communism, the Second World War and the Cold War, the anti-modernist regime that was in the ascendant in Church circle at the beginning of the twentieth century, the rise of neo-scholasticism, movements known as ‘ressourcement’ and ‘nouvelle théologie’, the gradual surmounting of neo-scholastic theology, the opening to critical and historical Catholic hermeneutics in Biblical studies, the liturgical movements, rethinking Judaism, and the Second Vatican Council.

Among the important or representative theologians in this period, the work of Yves Congar, Karl Rahner and John Courtney Murray will be introduced.

Indicative Bibliography:Bacik, J., Contemporary Theologians (Cork: The Mercier Press, 1989). Bulman R.F. and F.J. Parella (Ed), From Trent to Vatican II: Historical and

Theological Investigations (New York: Oxford University Press, 2006). Ford, D. (ed.), The Modern Theologians, 2 vols. (Oxford: Blackwell, 1989). Ivereigh, A. (ed.), Unfinished Business: The Church Forty Years after Vatican

II (New York: Continuum, 2003). Kerr, F. Twentieth-Century Catholic Theologians (Oxford:Blackwell

Publishing, Oxford, 2007). Nichols, A., Catholic Thought since the Enlightenment (Leominster:

Gracewing, 1998).

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Learning Outcomes:On successful completion of this module students should be able to:

Describe what is meant by a living tradition with reference to formation and re-formation of Catholic theology in this period.

Explain the importance of the study of historical context for the study of theology.

Identify the theological developments and movements of renewal which preceded and prepared for the work of the Second Vatican Council

Outline key themes in the work of one influential theologian of this period.

Methods of Assessment and Student Workload:Continually assessed.

Jewish Origins and the Hebrew Bible: Texts and Contexts

Theme: Exploring Scripture and Exegesis/Biblical StudiesECTS: 5Module Code: LY1101Contact Hours 22Mode of Delivery LecturesLecturer: Dr David Shepherd

Module Description:The variety of terms used to designate the ‘Hebrew Bible’ (e.g. Old Testament, Hebrew Scriptures, Tanak) indicate the richness of traditions related to these writings, the various ways that they are viewed, and also their life within different communities at different times. This module will orient students to the literary and theological contours of the Hebrew canon, introducing them to the rich variety of genres within. The exploration of the historiographical literature (Pentateuch and The Chronicler’s History) will develop students’ ability to identify literary themes while interrogation of the Prophets, Psalms and Wisdom Literature will facilitate the introduction of critical approaches to the study of the Hebrew Bible. Students will also be required to critically engage with the reception of the Hebrew Bible in contemporary culture.

Indicative Bibliography:Carr, D.M. (2010). An Introduction to the Old Testament: Sacred Texts and

Imperial Contexts of the Hebrew Bible. Oxford: Wiley-Blackwell.Coogan, M.D. (2012). A Brief Introduction to the Old Testament: The Hebrew

Bible in its Context. (2nd ed.). Oxford: Oxford University Press.Gertz, J.C. et al. (2012). T&T Clark Handbook of the Old Testament: An

Introduction to the Literature, Religion and History of the Old Testament. London: T&T Clark.

Gravett, S.L. et al. (eds) (2008). An Introduction to the Hebrew Bible: A Thematic Approach. Louisville, Ky.: Westminster John Knox Press.

Learning Outcomes:

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On successful completion of this module students should be able to: Understand the canonical contents and contours of the Hebrew Bible. Identify key figures and themes in the Hebrew Bible. Discuss the contributions of critical scholarship to the study of the

Hebrew Bible. Understand the complexities of the reception of the Hebrew Bible in

popular culture.

Methods of Assessment and Student Workload:In-class examination and written assignment (1,500 words).

Catholic Theology in a Secular Age: A Critical Introduction Theme: Exploring Systematic TheologyECTS: 5Module Code: LY1102Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Dr Cornelius Casey

Module Description:The purpose of this module is to introduce the student to the foundational concepts of catholic theology as a living tradition with deep roots of intellectual enquiry. There will be an examination of the concept of living tradition as it is used in this context and of the roots of catholic theology in its ecclesial context. Fides quaerens intellectum (Faith seeking understanding) is a fundamental inspiration in the making and remaking of Catholic theology.

At the same time it is recognised that in a secular age, many others seek understanding of reality and human flourishing in explicitly non-theological terms. A study is undertaken of the concept of secularity and post-secularity. There will be an examination of the argument that there is a sort of ‘buried’ theological narrative in western culture and its consequences explored.

Basic concepts of theological method will be introduced, including hermeneutical theory. Debates about the ultimate object of theology will also be studied, that is, what, ultimately, is theology about? Is it about texts, or is it about what the texts are about – the mystery of God? To illustrate that it is precisely the later there will be a short introduction to the thought of Thomas Aquinas.

Students will be introduced to current electronic and library resources for theology and will be required to demonstrate their use in preparing their contributions to the seminars.

Indicative Bibliography:

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Butler, J., Habermas J, Taylor, C., West C., ‘The Power of Religion in the Public Square’, (New York: Columbia, 2011).

Courtney Murray, J, The Problem of God, (Yale: Yale University Press, 1965). Dulles, A., The Craft of Theology (Dublin: Gill and Macmillan, 1992). Hart,

T.A. and Guthrie, S.R., Faithful performances, Enacting ChristianTradition (London: Ashgate, 2007).

Kerr, F., Thomas Aquinas (Oxford: Oxford University Press, 2009).Kasper,W., An Introduction to Christian Faith (London: Burns and Oates,

1980).Meister, C .and Stump, J.B., Christian Thought: A Historical Introduction

(London: Routledge, 2010). Ratzinger, J., An Introduction to Christianity (London: Burns and Oates,1969).Wicks, J., Doing Theology (Mahwah NJ: Paulist Press, 2009).Witherup, R.D., Scripture: Dei Verbum. Rediscovering Vatican II (New York:

Paulist Press, 2006).


Explain the role of ecclesial roots in the doing of Catholic theology. Describe and discuss a variety of theological methods and their

strengths and weaknesses. Analyse the importance of the contemporary context for the doing of

theology in the contemporary period. Make efficient use of electronic and library resources for theology.

Methods of Assessment and Student Workload:Annual examination.

Foundations for Theological EthicsTheme: (Exploring) Theological EthicsECTS: 5Module Code: LY1104Contact Hours 22Mode of Delivery LecturesLecturer: Dr Maria Duffy

Module Description:This module introduces students to the central concepts and key debates in theological ethics, with a focus on the manner in which they are developed within the Catholic tradition. The module will examine the nature of moral experience and its relation to religious faith and in this context will consider the role of the bible in theological ethics from both historical and theological perspectives.

The module will introduce students to key debates in theological ethics including natural law and the universality of ethics; the nature and role of

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conscience, moral reasoning and the role of moral principles; the role of Church teaching authority in the Catholic tradition (the magisterium) in the moral area.

The module will also introduce students to the diversity of methodological approaches in Catholic theological ethics including the deontological, the teleological and virtue-based approaches, and will discuss the impact of feminist and post-colonial perspectives on the shape of contemporary theological ethics.

Indicative Bibliography:Bujot, B., Foundations for an African Ethic: Beyond the Universal Claims of

Western Morality (New York: Crossroad, 2001).Curran, C., Catholic Moral Theology in the United States (Georgetown University Press, 2008).Keenan, J., A History of Catholic Moral Theology in the Twentieth Century:

From Confessing Sins to Liberating Consciences (New York:Continuum, 2010).

Markham, I.S., Do Morals Matter? A Guide to Contemporary Religious Ethics(Oxford: Blackwell, 2007).

Mattison, W., Introducing Moral Theology, (Grand Rapids: Brazos Press,2008).

Meilaender G. and Werpehowski, W. (eds.), The Oxford Handbook ofTheological Ethics (Oxford: University Press, 2005).

Patrick, A., Liberating Conscience: Feminist Explorations in Catholic MoralTheology (New York: Continuum 1996).


Analyse the central concepts in theological ethics such as natural law and conscience.

Evaluate the perspectives of key theologians in the major debates in theological ethics.

Describe the relationship between ethics and religious belief in the context of the Catholic tradition.

Recognise and evaluate the different methodological approaches operative in theological ethics

Methods of Assessment and Student Workload:Annual examination and written assignment (1,500 words).

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Introduction to Philosophy

Theme: EngagingECTS: 5Module Code: LY1105Contact Hours 22Mode of Delivery LecturesLecturer: Dr Ciarán McGlynnModule Description:This course introduces students to the study of philosophy. It explores the major themes pursued and arguments put forward by Socrates, Plato, Aristotle, Aquinas, Descartes, Hume, Kant, and Wittgenstein. It will explore the views of these thinkers on questions like: What is the nature of reality? What is knowledge, and is it possible? How is the mind related to the body? What is meant by virtue ethics? Students will be taught how to critically engage with these views.

Indicative Bibliography :John Cottingham (ed.), Western Philosophy: An Anthology, Oxford: Blackwell, 2008

Learning Outcomes: On successful completion of this course, students will be able to: read philosopical texts in their historical context identify and critically evaluate philosophical theories and arguments write essays in a critical and dialectical manner


Theological Anthropology (Semester A and B)*Theme: (Exploring) Systematic TheologyECTS: 10 across two semestersModule Code: LY1103Contact Hours 44 hours (22 hours in each semester)Mode of Delivery 32 lectures and 12 seminarsLecturer: Dr. Fáinche Ryan

Module Description:This module studies what it means to be human from the perspective of theology. The study begins within the horizon of Jewish experience as articulated especially in the early chapters of the book of Genesis and chapters in Exodus which narrate the gift of Covenant. Within these chapters

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the themes of the human reality as the Imago Dei, as well as the theme of deep seated human alienation, are studied. The broad outlines of Christian thought in this area are introduced.

In the Western tradition grace became a key concept in the articulation of the interplay of divine and human in history. The module studies its deployment through the centuries, alongside contemporary re-workings. This vocabulary has roots in the Hebrew Scriptures as these express the Jewish experience of the encounter with God. The concept of grace became an important resource for early Christians who find that their lives’ significance is implicated in the significance of the life, death and resurrection of Jesus, beginning with some Pauline epistles.

Early Irish iconography, specifically the great High Crosses, will be studied as a distinctive treatment of these themes.

Subsequently the vocabulary of grace is redeployed, but also re-fashioned, argued over, refined. Among many others there are breakthrough theologies of grace articulated by Augustine, Aquinas, Luther, Trent. Perspectives on graced desire and graced bodiliness will be seen as foundational to Catholic thinking on sexuality, justice, and the dignity of human life. The module will also give attention to the different and distinctive vocabularies that developed in the Eastern tradition around themes of sanctification and deification. Running through the module is the question, the debate, as to whether there are resources in theological anthropology for an understanding of human nature which have been lost in modern culture.

Indicative Bibliography:Alison, J., The Joy of Being Wrong (New York: Crossroads, 1998).Duffy, S.J., The Dynamics of Grace. Perspectives in Theological Anthropology

(Collegeville: The Liturgical Press, 1993).Edel, D., The Celtic West and Europe (Dublin: Four Courts Press, 2001).Fiorenza, F. Schussler and J. P. Galvin, eds., Systematic Theology. Roman

Catholic Perspectives. Second Edition. (Minneapolis: Fortress Press,2011).

Grey, M., Redeeming the dream: feminism, redemption and ChristianTradition (London: SPCK, 1989).

Harbison, P., The High Crosses of Ireland, 3 vols. (Bonn: R. Habelt, 1992).Kelsey, D., Eccentric Existence. A Theocentric Anthropology. (Westminster:

John Knox Press, 2009). McCabe, H., God Still Matters (London: Continuum, 2002).Pannenberg, W., Anthropology in Theological Perspective (Philadelphia:

Westminister Press, 1985). Ross, S. A., Anthropology. Engaging Theology: Catholic Perspectives.

(Collegeville: The Liturgical Press, 2012).Zahl, P., Grace in practice. A theology of everyday life (Grand Rapids:

Eerdmans, 2007).


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Contrast and compare different models of revelation within theology. Describe and discuss the importance of the Jewish heritage in

Christian tradition. Recognise the distinctive theological elements in the storytelling of the

early Irish crosses. Explain the importance of the concept of grace in Christian humanism Evaluate the different approaches to the theology of grace in the

writings of St Paul, Augustine, Aquinas, and Luther. Give an account of the distinctive emphasis in Eastern Orthodoxy on

the theology of grace.

Methods of Assessment and Student Workload:Continuous assessment.

Hilary Semester:

The Making of Catholic Theology: The Patristic PeriodTheme: TraditioningECTS: 5Module Code: LY1106Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Dr Cornelius J Casey

Module Description: The purpose of this module is to explore the emergence of the discipline of theology in its historical, social and cultural contexts in the early post-New Testament period. The Patristic period exerted a great influence on such important areas as the establishment of the canon of Scripture, the science of the interpretation of the biblical text, the development of liturgy, and both reflection and catechesis on the sacramental rites. The Fathers of the Church contributed greatly to the development of Christian theology in such vital areas as Christology, Pneumatology and Trinitarian theology.

The Patristic era is the period of the first seven ecumenical Councils of the Church, each associated with important authoritative teaching on doctrinal matters, often occasioned in response to the emergence of heresy and schism in the Early Church. The Early Church witnessed the search for true Christian identity in relationship to her acknowledged ancestry in Judaism, her developing relationship and dialogue with the surrounding cultures in which she found herself, and her critical appropriation of some of the best elements of the Philosophical schools. The Church of the early centuries endured many waves of bitter persecution and, correspondingly, many Fathers sought to exhort people to give courageous witness to Christ and to the faith as martyrs.

This module will explore some of the contributions of the Fathers of the Church to developments in theology. Individual Fathers will be studied for their specific contributions to doctrinal issues. The variety of genres of

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Patristic writings will be explored and students will be encouraged to adopt a ‘hands-on’ approach to reading selected Patristic texts throughout.

Indicative Bibliography:Bettenson, H., The Later Christian Fathers (Oxford: Oxford University Press,

1984).Brock, S., The Harp of the Spirit: Eighteen Poems of St Ephrem (SSS 4;

London: Fellowship of St Alban & St Sergius, 1983).

Brown, P., Augustine of Hippo: A Biography (London & Boston: Faber &Faber, 1988).

Harmless, W., Augustine in His Own Words (Washington: Catholic Universityof America Press, 2010).

Lancel, S., St Augustine (London: SCM Press, 2002).Meredith, A., The Cappadocians (London: G. Chapman, 1995).Ramsey, B., Beginning to Read the Fathers (London: DLT, 1986).Staniforth, M. and Louth A., Early Christian Writings (Harmondsworth:

Penguin, 1968, 1987).


Explain the contribution of major Fathers of the Church to the development of Christian Theology and doctrine.

Access critical editions of Patristic texts, reputable translations and relevant secondary literature and commentaries in this area.

Explain the importance of the Early Church Councils in terms of their historical contexts, and the doctrinal issues at stake.

Illustrate the influence of Patristic thought with specific reference to some major theologians of recent centuries.

Illustrate the phenomenon of the development of doctrine. Critically assess the importance of tradition in Catholic theology.

Methods of Assessment and Student Workload:Continually assessed.

The New Testament and Early Christianity: Texts and Contexts

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Theme: (Exploring) Scripture and Exegesis//New Testament and Early Christianity

ECTS: 5

Module Code: HE1103

Contact Hours 22 hoursMode of Delivery LecturesLecturer: Dr Margaret Daly-Denton

Module Description:This module introduces students to the emergence of Christianity as a sect within the Hellenized Judaism of the first century CE, insofar as this process can be reconstructed from the earliest extant written records of believers in Jesus: the narratives and letters that make up the New Testament. The module invites learners to engage with these ancient writings, employing a variety of approaches used in biblical scholarship today—historical, archaeological and social-scientific perspectives, for example, literary and rhetorical methodologies, feminist and post-colonial critique—and to discover the fascinating diversity that evidently characterized early Christian belief, ritual and practice. Students also learn about the oldest existing copies of the New Testament (in particular those displayed in Dublin’s Chester Beatty Library) and discover how the study of ancient manuscripts of the New Testament contributes to our understanding of Christian origins. Indicative Bibliography: Dunn, J. D. G. Unity and Diversity in the New Testament: An Inquiry into the

Character of Earliest Christianity, 2nd ed. (London: SCM Press, 1990).Ehrman, B. D. The New Testament: A Historical Introduction to the Early

Christian Writings, 3rd ed. (New York: Oxford University Press, 2008).Freyne, Séan. Texts, Contexts and Cultures: Essays on Biblical Topics.

(Dublin: Veritas, 2002).

Learning Outcomes:On successful completion of this module, students should be able to:

Demonstrate familiarity with the contents of the New Testament, and awareness of the various literary genres used in its writings.

Employ a variety of scholarly approaches to the study of the New Testament.

Appreciate the many-stranded character of early Christianity as reflected in the New Testament’s diversity.

Understand the complexities of designations such as “Jewish,” “Hellenistic,” and “Christian” in the first century CE.

Appreciate the relevance of the physical and paleographical features of early New Testament manuscripts to the study of Christian origins.


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Liturgical TheologyTheme: (Exploring) / Systematic TheologyECTS: 5Module Code: LY1107Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Prof Siobhán Garrigan

Module Description: This module will introduce the student to the idea of sacrament, in the first part, as a central theological hermeneutic that underpins some of the key ways of thinking in the Catholic tradition. The idea of the ‘sacramental imagination’ will be explored from the perspective of the early Christian writers (for example, Augustine), as well from that of modern theological discourse on a sacramental worldview, especially in the writings of Odo Casel, Otto Semmelroth, Karl Rahner, Edward Schillebeeckx and Louis-Marie Chauvet. A second part of the module will move to the idea of liturgy as theologia prima, and explore some contemporary expositions of (sacramental) worship as an encounter of the humanity of God in Christ (Schillebeeckx, David Power, and Chauvet). This will allow for an exposition of ritual sacramental theory through the ages: including that of Augustine, the medieval theologians and the reformation. Contemporary inter-church and ecumenical discussion will be explored. A specific sacrament, baptism, will be surveyed from the perspective of the principal debates that helped shape how it is understood today in various church traditions, and from the perspective of the various schools of thought that have been presented in the module.

Indicative Bibliography:Bordeyne, P. and B. Morrill, eds. Sacraments: Revelation of the Humanity of

God. Engaging the Fundamental Theology of Louis-Marie Chauvet. (Collegeville, MN.: The Liturgical Press, 2008).

Fagerberg, D.W., Theologia Prima. What is Liturgical Theology? (Chicago:Hillenbrand Books, 2004).

Mitchell, N.D., Meeting Mystery: Liturgy, Worship, Sacraments (Maryknoll,NY.: Orbis Books, 2006).

Morrill, B.T. Divine Worship and Human Healing: Liturgical Theology at theMargins of Life and Death (Collegeville, MN.: The Liturgical Press,2009).

Osborne, K.B., Christian Sacraments in a Postmodern World: A Theology forthe Third Millennium ( NY / Mahwah, NJ.: Paulist Press, 1999).

Power, D.N. Sacrament: The Language of God’s Giving (New York:Crossroad, 2000).

Spinks, B.D. (ed.), The Place of Christ in Liturgical Prayer: Trinity, Christology,and Liturgical Theology (Collegeville, MN.: The Liturgical Press, 2008).


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Outline the relationship between faith, reason, and imagination as interpretation of life in different periods and authors.

Distinguish analogical, metaphorical and literal uses of language. Recognise and evaluate different approaches to the sacramental view

of the world which is central to the Catholic theological tradition. Recognise the distinctive contribution of different schools and thinkers

to liturgical understanding. Appraise the paradigm shifts in understandings of sacrament in its

liturgical expression from patristic through scholastic and neo-scholastic, to contemporary.

Explore some of the principal theological themes as they relate to baptism.

Evaluate the postmodern critique of fundamental theological assertions.


Ethics and Society in Catholic Traditions Theme: (Exploring) Theological EthicsECTS: 5Module Code: LY1108Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Dr Patrick Hannon

Module Description:This module examines the modern tradition of Catholic social thought. It has a dual focus, namely, on the social encyclicals of different pontiffs in the nineteenth and twentieth centuries, and on the diverse theological traditions of interpretation in different historical, cultural and geographical contexts. Key concepts including solidarity, subsidiarity and common good will be considered through the lens of these texts and the interpretative traditions. Theological analyses of, and responses to, specific social and political issues will be assessed. Among the issues that will be considered will be: religious liberty, economic justice, war and political conflict.

Indicative Bibliography:Aquino, M., Machado, D., and Rodriguez, M., A Reader in Latina Feminist

Theology, Religion and Justice (Austin: University of Texas Press,2002).

Dorr D., Option for the Poor: A Hundred Years of Catholic Social Teaching(New York: Orbis, 2001).

Himes K., Cahill, L., Curran, C., Hollenbach, D. (eds.), Modern Catholic SocialTeaching: Commentaries and Interpretation (Washington: GeorgetownUniversity Press, 2004).

Hogan, L., Applied Ethics in a World Church (New York: Orbis Press, 2010).

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Hornsby-Smith, M.P., An Introduction to Catholic Social Thought (Cambridge:Cambridge University Press, 2006).

Pontifical Council for Justice and Peace, Compendium of the Social Doctrineof the Church (Dublin: Veritas, 2005).


Analyse the evolution of Catholic social thought in its different contexts. Explain how the social encyclicals of the nineteenth and twentieth

centuries relate to the context of their composition. Evaluate key concepts such as the common good, subsidiarity and

solidarity. Assess the contribution of Catholic social thought to specific debates

on social and political issues. Methods of Assessment and Student Workload:Annual examination and written assignment (1,500 words).

Introduction to World Religion s Theme: (Exploring) Systematic TheologyECTS: 5Module Code: HE1101Contact Hours 22 hoursMode of Delivery 16 lecturesLecturer: Dr. Patrick Claffey

Module Description: This introductory module will seek essentially to give students an experienceOf religion in Southeast Asia. Emphasising the heterogeneity of religion in Asia, it will present an overview, while concentrating on Hinduism, Buddhismand Jainism. There will be an examination of the various cosmologies, Gods and Goddesses, and important concepts dharma, bhakti, samnyasa as well as the caste system. Students will engage critically with the scriptures, notably the Vedas, the Upanishads and the Bhagavad Gita. The course will deal with the question of Hindu identity and the more recent politicisation of Hinduism in the Hindutva movement. The use of iconography is an important element of the module as it will help to give students an understanding of the wider cultural world of Asian religions.

Indicative Reading:Hawkins, Bradley K., Introduction to Asian Religions (New York: Pearson

Longman, 2004).Johnson, W.J. (Trans.), The Bhagavad Gita (Oxford: OUP, 1994).Radhakrishnan, S., The Hindu View of Life (London: Harper Collins India,

2009).Sen, Amartya, The Argumentative Indian: Writings on Indian History, Culture

and Identity (London: Penguin, 2006).

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Identify and engage with several important religious traditions in Southeast Asia.

Appreciate the heterogeneity of Asian religion and culture. Have a knowledge of the various cosmologies, Gods and Goddesses,

and important concepts. Engage critically with the scriptures of these religions. Understand the

social significance of religion in Asia.

Methods of Assessment and Student Workload:Annual examination (60%) and 1500 word essay (40%).

II Senior Freshman

Michaelmas Semester:

The Making of Catholic Theology: The Medieval Period

Theme: TraditioningECTS: 5Module Code: LY2000Contact Hours 22 hoursMode of Delivery 16 lectures and 6 seminarsLecturer: Dr Fáinche Ryan

Module Description: The purpose of this module is to survey the political, cultural and religious context in which Catholic theology developed in the medieval period. An important aim will be to introduce the student to some representative figures in the theology of the period. The module includes a seminar-study of representative works from the period.

In the early medieval period the Church had taken credit for the enormous effort of organising society after and amidst the chaos of the barbarian invasions. This effort led to the creation of the feudal system. In this context the monastery was the religious counterpart to the feudal castle. For three centuries monastic schools, alongside cathedral schools, were the context in which a flourishing Christian literature thrived. Some of this literature will be examined.

The revolutionary results of the introduction of Greco-Arabic thought and Hebraic wisdom in the final decades of the twelfth century and the first decades of the thirteen can be seen as the dividing point between the early and the late Middle Ages.

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In the thirteenth century new institutions broke free from the feudal structures. Urban centres fought for, and sometimes achieved, charters of freedom. University charters were worked out. These differed totally from the preceding monastic schools in that these were governed by fluid scholarly communes. The exhilarating discovery of Greek thought (and its Arabic commentaries) had a profound effect on the Catholic theological tradition. The importance of the new synthesis of previous lines of theological exploration and the new discoveries of Greco-Arabic thought which is achieved in the works of Aquinas will be examined.

Towards the later centuries of the medieval period new forms of social and urban life, including new feminist roles, are the context in which notable movements of women mystics flourished. Some works of these women mystics will be studied.

Indicative Bibliography: Chenu, M-D., Aquinas and his Role in Theology (trans.) (Collegeville: The

Liturgical Press, 2002).D’Onfrio, J., History of Theology: The Middle Ages, vol. II (Collegeville: The

Liturgical Press, 2008).McGrath A., Historical Theology. an introduction to the history of Christian

thought (Blackwell: Oxford University Press, 1998).Miles, Margaret R. The Word made flesh: a history of Christian thought

(Oxford: Blackwell, 2005). Pelican, J., The Growth of Medieval Theology (600- 1300) (Chicago:

University of Chicago Press, 1978).

Learning Outcomes: On successful completion of this module students should be able to:

Compare and contrast the contributions of the monastic schools and that of the new universities to the development of Catholic theology.

Explain the importance of the Greco-Arabic influence, philosophically and culturally.

Evaluate the importance of the synthesis created by Aquinas for the formation of European thought.

Appraise the importance of the emergence of urban organisation as the context for new forms of feministic mystical expression.

Methods of Assessment and Student Workload: Continually assessed.

Literary and Historical approaches to the Torah / Pentateuch

Theme: (Exploring) / Scripture and Exegesis//Hebrew Bible

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ECTS: 5

Module Code: LY2303

Contact Hours 22

Mode of Delivery Lectures and seminars

Lecturer: Dr David Shepherd

Module Description: This module explores the Pentateuch, or Torah, a literary collection that has exerted a profound influence on Jewish and Christian religious expressions from antiquity to the present. Students will be introduced to the literary and theological features of Genesis, Exodus, Leviticus, Numbers, and Deuteronomy as well as being offered an opportunity to develop skills of critical engagement in grappling with key texts such as the Creation and Flood narratives, the Akedah and their reception in antiquity and in contemporary culture. Emphasis will be placed on developing students’ capacity to engage with subsequent scholarly and popular reflection on these texts and traditions as part of a process of forming and presenting their own interpretation.

Indicative bibliography:Alexander, T. Desmond. From Paradise to the Promised Land: An

Introduction to the Pentateuch. 3rd ed. Grand Rapids: Baker Academic,2012.

Blenkinsopp, J., The Pentateuch: An Introduction to the First Five Books ofthe Bible (New York: Doubleday, 1992).

Campbell, A.F. and O’Brien, M.A., Sources of the Pentateuch: Texts,Introductions, Annotations (Minneapolis: Fortress Press, 1993).

Mann, T.W., The Book of the Torah: The Narrative Integrity of thePentateuch (Atlanta: John Knox Press, 1988).

Whybray, R.N., Introduction to the Pentateuch (Grand Rapids: EerdmansPress, 1995).

Learning Outcomes:On successful completion of this course, students will be able to:

Summarize the central literary features of the larger sections of the Torah/Pentateuch.

Evaluate various scholarly approaches to key texts within the Torah. Articulate their own interpretation of key texts in the Torah in dialogue

with the secondary scholarly literature. Critically interrogate the complexities of the reception of the Pentateuch

in contemporary culture.

Methods of Assessment:May include: Essays and Examinations.

Paul and the Development of Early Christianity

Theme: (Exploring) Scriptures and Exegesis//New Testament and

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Early ChristianityECTS: 5Module Code: HE2325Contact Hours 22Mode of Delivery 22 lectures

Lecturer: Dr Benjamin WoldModule Description:This course is concerned to introduce a figure who had a profound impact onthe formation of early Christianity and also Rabbinic Judaism: Paul from Tarsus. The intellectual and religious development of Paul will be explored within the context of Palestinian Judaism with questions in mind about the Hellenistic world. While issues will be raised about the intellectual developments in Paul’s writings, an important aspect of this module is introducing methodologies, key themes, and current debates that have developed in this field of study in the last decades.

Indicative Bibliography:Horrell, D.G., An Introduction to the Study of Paul (London: T&T Clark, 2006).Murphy-O’Connor, J., Paul His Story (Oxford: Oxford University Press, 2004).Meeks, W. A. The First Urban Christians: The Social World of the Apostle

Paul (New Haven: Yale University Press, 1983).

Learning Outcomes:On successful completion of this module students should be able to: • Identify significant scholars who have had an impact on developing

approaches to interpreting Paul.• Demonstrate an awareness of the complexities of locating Paul’s social

context(s).• Discuss the various religio-traditions that were present and exerted

influence on Paul and his thought world.• Give a synopsis of what is known about Paul the man.• Provide a synopsis of how Paul’s activities influenced the development of

Rabbinic Judaism as well as early Christianity.

Methods of Assessment and Student Workload:Continuous assessment 50% and annual examination 50%.

Christology and Eschatology

Theme: Exploring/Systematic Theology

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ECTS: 5Module Code: LY2005Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Prof Siobhán Garrigan

Module Description: The module examines the variety of ways through which the Gospels explore the identity of Jesus: Jesus is the Son of Man, Logos, Lord, the New Temple, the one who through whom the Spirit of God is poured out upon humankind. In the following centuries the Christological exploration continued with extraordinary passion and acuity, often fuelled by bitter controversy. The module will study these developments which culminate in the text of the Council of Chalcedon, always keeping in view how much was at stake, including the political identity of the protagonists.

In the Catholic tradition the Conciliar definitions are normative, not in the sense that the matter is closed but in the sense that further explorations cannot be authentic if they are contradictory. Contemporary Catholic Christologies are studied. Particular attention is given to the Christology expressed at the Second Vatican Council, in documents such as Gaudium et Spes (no 24) and the ecclesiology that mirrors it in Lumen Gentium.In the New Testament the identity and the significance of Jesus is bound up with the presence of the Holy Spirit. Accordingly a study of Christology leads to a study of the theology of the Holy Spirit. This is also a study of the birth of a hope that endures and that leads to commitments that endure even when circumstances seem to invite despair. Indicative Bibliography Alison J, Faith beyond Resentment, DLT, 2001.Brown R, A Risen Christ in Eastertime, Liturgical Press, Collegeville, 1990.Congar I, I believe in the Holy Spirit, 3 Vols, London: Chapman, 1983.Edwards, D., Creation, Humanity, Community: Building a New Community.

Dublin: Gill and Macmillan, 1992.Egan, J., Brave Heart of Jesus: Mel Gibson’s Postmodern Way of the Cross.

Dublin: Columba Press, 2004.Grey, Mary, the Outrageous Pursuit of Hope, Darton, Longman and Todd,

2000.Küster, V., The Many Faces of Jesus Christ: Intercultural Christology. London:

SCM Press, 2001.McCabe H, God Matters, Mowbray, 2000.

Moltmann J., Theology of Hope, Burns and Oates, 1980.O’Collins, G., Jesus: A Portrait. London: Darton, Longman & Todd, 2008.Pannenberg, W, Jesus God and Man, SCM 1968.

Learning Outcomes: On successfully completing this module a student should be able to:

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Describe the variety and diversities of approaches to Christology in the New Testament.

Analyse the political and cultural factors in the early Christian struggle for an adequate Christology.

Explain the normative force of early Conciliar statements for the subsequent tradition.

Compare, contrast and assess contemporary approaches to Christologies.

Evaluate the significance of the relative neglect of the theology of the Holy Spirit in the Western traditions.

Appreciate and discuss the portrayal of the image of the Passion of Christ in art through the ages.

Methods of Assessment and Student Workload: 1,500 word essay or assigned art project and examination at the end of the year.

The Ethics of Embodiment

Theme: (Exploring) Systematic TheologyECTS: 5Module Code: LY2006Contact Hours 22 hours(includes 3 hrs reading)Mode of Delivery 12 lectures & SeminarsLecturer: Áilín Doyle

Module Description:

The module will examine the central importance of embodiment in Catholic Christian thought: almost all forms of Christianity have a belief in the resurrection of the body. Going back to Plato different approaches to the relationship between body and soul have existed. These will be examined.

In this context the module will examine Christian thought on human sexuality and on bioethical issues, particularly as these have developed in the Catholic tradition. Particular attention will be given to contested debates in the areas of contraception, same-sex relationships, euthanasia, assisted reproduction and pre-implantation genetic diagnosis.

Indicative Bibliography:

Background Reading: MacNamara, V., The Call to be Human: Making Sense of Morality,Veritas,

2010.

Sexual Ethics

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Farley, M. A. Just Love: A Framework for Christian Sexual Ethics, NY:Continuum, 2006.

McCormick, R. The Critical Calling: Reflections on Moral Dilemmas SinceVatican II. Georgetown, Washington DC, 1989.

O' Mahoney, J. The Making of Moral Theology: A Study of the Roman Catholic Tradition .Clarendon Press, Oxford, 1987.

Bio-Ethics

Gula, Richard M., S.S. Euthanasia: Moral and Pastoral Perspectives. PaulistPress, 1994.

Lammers, Stephen E., & Verhey, Allen, Eds., On Moral Medicine. Wm.Erdmans Publishing Co. Grand Rapids Mich. 1998.

O'Rourke, Kevin D., O.P. & Boyle, Philip, Medical Ethics: Sources of CatholicTeachings. Georgetown University Press. 1999.

Peterson, James, Genetic Turning Points:The Ethics of Human GeneticIntervention. Wm. Erdmans Publishing Co. Gran Rapids Mich. 2001.

Learning Outcomes: On completion of this course you should be able to do the following: Explain the importance of embodiment and the moral significance of the

body in Catholic Christianity. Explain and analyse the Christian tradition's approach to sexuality and

bioethics, particularly as they have developed within the Catholic theological tradition.

Assess the arguments in the key contested issues covered in sexual ethics and bioethics.

Acquire an ability to engage with wider issues particularly those which have a global dimension such as HIV/AIDS and trafficking for sexual exploitation.

Methods of Assessment and Student Workload: 1,500 word essay (40%) and end of year examination (60%).

Hilary Semester:

Theology in Reformation and Counter Reformation

Theme: TraditioningECTS: 5Module Code: LY2001

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Contact Hours 22 (3 hours of reading per week is required to cover the material)

Mode of Delivery Two thirds Lectures and one third seminars

Lecturer: Dr Cornelius J Casey

Module Description: The purpose is to survey the political, cultural and religious context in which Catholic theology in the Reformation and Counter Reformation period. An important aim will be to introduce the student to some representative figures in the theology of the period. The module includes a seminar-study of representative works from the period, (comprising one third of the contact hours).

The Reformation must be considered in its historical and social context of late medieval Europe and the beginnings of the ‘new learning’ of the renaissance. The contribution of the major figures of the European Reformation such as Luther and Calvin will be evaluated critically. Crucial to any understanding the Reformation is an appreciation of the role of the bible, its translation and commentary both by the Reformers and by Catholics.

The Catholic response to the Reformation (‘the Counter Reformation’) was both a renewal of church structures and a clearer statement of Catholic theology in which a critical role was played by the Council of Trent. The module will include a careful reading of some of the documents of the Council of Trent, principally those on justification and Catholic Eucharistic theology The Counter Reformation saw the emergence of new forms of religious life (e.g. Ignatius Loyola and the Jesuits), of pastoral reform (e.g. the work of Charles Borromeo) and a re-invigorating of the mystical tradition (especially in the works of Teresa of Avila, John of the Cross and the Spiritual Exercises of Ignatius Loyola) which deeply influenced the spiritual life of individuals, lay and religious, and also saw a vigorous visual restatement of Catholic beliefs in the work of artists like Michelangelo Caravaggio. Particular attention will be given to the Reformation and Counter Reformation in Ireland.

Indicative bibliography: Bagdic, David (Ed), The Cambridge Companion to Reformation Theology,

CUP, 2004.Dickens, A.G., Counter-Reformation, Thames and Hudson, London: 1968.Duffy, E., The Stripping of the Altars: Traditional Religion in England, 1400

1580 (Yale University Press: 1992, second edition 2005).Graham-Dixon, A., Caravaggio: A Life Sacred and Profane (London: Allen

Lane, 2010).Hazlett, Ian. The Reformation in Britain and Ireland (Edinburgh: T&T Clark,

2004) The Cambridge History of Christianity: Vol 6: Reform andExpansion (Cambridge University Press, 2007).

Hung, Hans, Justification, Burns and Oates, 1964. MacCulloch, D., ‘The Reformation: a history’, (New York: Viking Peguin,

2003).

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O’Malley, J., Trent and All that: Renaming Catholicism in the Early ModernEra, Cambridge MA, 2002.

Tavard, George, Justification: An Ecumenical Study, Paulist Press: New York,1983.

Learning Outcomes: On completion of this module a student will be able to:

Assess the importance of the ‘new learning’ of the Renaissance in the theological developments of the period.

Evaluate the crucial role of the Bible and its commentaries in the controversies of the period.

Explain the importance of the Council of Trent in the reshaping of Catholicism in this period.

Analyse with critical sympathy some examples of the theological work of the Reformers (e.g. Luther’s On the Babylonian Captivity of the Church, Calvin’s Institutes of the Christian Religion) and of the Catholic mystics (e.g. Teresa of Avila, Interior Castle, Ignatius Loyola, Spiritual Exercises).

Apply skills from their learning to reassess the contemporary relations between the churches in the light of a critical study of this period.

Illustrate how the art of this period can be an illuminating source of understanding the theological debates

Methods of Assessment:Continuous assessment

From Joshua to the Exile: The rise and fall of Israel and Judah

Theme: (Exploring) / Scripture and Exegesis//Hebrew Bible

ECTS: 5

Module Code: LY2304

Contact Hours 22

Mode of Delivery Lectures and seminars

Lecturer: Dr David Shepherd

Module Description:This module offers an opportunity for critical engagement with some of the most famous texts of the Hebrew Bible including those concerned with the Israelite conquest, the stories of the Judges (including Samson), the rise and fall of the kingdoms of Israel and Judah and the careers of monarchs such as David, Solomon and Ahab. Reflection on the historiographical value of these traditions will be facilitated by situating them within the context of the material culture and historiographical traditions of the Ancient Near East, while

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particular emphasis will be paid to the interface of power and violence within the traditions.

Indicative Bibliography:De Pury, A., Macchi, J.-D., and Römer, T. (eds) (2000). Israel Constructs its

History: Deuteronomistic Historiography in Recent Research. Sheffield: Sheffield Academic Press.

Geoghegan, J.C. (2006). The Time, Place, and Purpose of the Deuteronomistic History. Providence, R.I.: Brown Judaic Studies.

Knoppers, G.N., and McConville, J.G. (eds) (2000). Reconsidering Israel and Judah: Recent Studies on the Deuteronomistic History. Winona Lake, Ind.: Eisenbrauns.

Mayes, A.D.H. (1983). The Story of Israel Between Settlement and Exile: A Redactional Study of the Deuteronomistic History. London: SCM Press.

Noth, M. (1991). The Deuteronomistic History. Sheffield: JSOT Press.


Articulate various viewpoints on how Israel ‘emerged’ west of the Jordan (e.g. “conquest” vs. other views of settlement).

Contextualize Israel’s religious claims within relevant Ancient Near Eastern religious cultures.

Evaluate the coherence and integrity of the ‘Deuteronomistic History’ Explore the relationship between history, literature and theology with

greater insight and acumen.

Methods of Assessment and Student Workload:May include: Essays and/or examinations.

Pauline Letters in ContextTheme: (Exploring) Scriptures and Exegesis//ECTS: 5Module Code: HE2326Contact Hours 22Mode of Delivery 22 lecturesLecturer: Dr Benjamin WoldModule Description:This module is concerned to explore selected Pauline epistles from a sociohistorical and literary perspective. Epistles written by or attributed to Paul will be analysed with concern to critically evaluate theological motifs and developments alongside other early Jewish and Christian writings. Galatians, Romans, and 1 Corinthians are given sustained attention in this module.

Indicative Bibliography:Boyarin, D., A Radical Jew: Paul and the Politics of Identity (Berkeley:

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University of California Press, 1994).Roetzel, C., The Letters of Paul: Conversations in Context (Louisville:

Westminster/John Knox, 1998).Ziesler, J., Pauline Christianity (Oxford: Oxford University Press, 1983).

[Reprinted 1990.

Learning Outcomes:On successful completion of this module students should be able to: • Engage historically with the controversies found in the letters to the

Galatians and 1 Corinthians.• Analyse key theological motifs in the letter to the Romans.• Assess Paul’s intellectual contributions within broader Jewish contexts.• Articulate the literary form and function of ancient epistle writing.• Critically assess authorship of documents.

Methods of Assessment and Student Workload:Continuous assessment 50% and annual examination 50%.

God: One and Three

Theme: (Exploring) / Systematic TheologyECTS: 5Module Code: LY2004Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Dr Fáinche Ryan

Module Description: This module will explore historical and contemporary perspectives on what might best be termed ‘the mystery of God’. The module will begin with an exploration of God as one, the God revealed to Israel, as recounted in the Book of Exodus, and then continue to a consideration of God: One and Three.

The Christian understanding of God as Trinity emerges from the Christology of the New Testament. The module will examine the development in understanding of God as Trinity in the Patristic era, most notably in the texts of the early Councils of the Church, and culminating with the formation of the Creeds. The trinitarian theologies of some major theologians in the Western tradition, particularly Augustine and Aquinas, will be examined, and the distinct path taken by the Eastern tradition sketched

The rift between Catholicism and Orthodoxy over the filioque clause will be studied, and accompanied by the contemporary ecumenical discussions of it. The work of a number of contemporary theologians, whose work has contributed significantly to the renewal of trinitarian theology in a way that is

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pastorally enriching, ecumenically sensitive and facilitating of inter-religious dialogue, will form an important part of the course.

The module will conclude with a brief study of the theology of the Holy Spirit an important theological theme which, it is claimed, has been neglected in the Western tradition.

Indicative Bibliography: Congar, Yves M.J., I believe in the Holy Spirit. (London: Geoffrey Chapman,

1983). Eagleton T., Reason, Faith and Revolution: Reflections on the God Debate

(New Haven, CT: Yale University Press, 2009).Hunt, A., The Trinity: Insights from the Mystics (Collegeville: The Liturgical

Press, 2010).Johnson E., She Who Is: The Mystery of God in Feminist Theological

Discourse (New York: Crossroads, 1993).Lacugna, C.M., God for Us (San Francisco: Harper Press, 1973).Murray J. C., The Problem of God (Yale: Yale University Press, 1964).Rahner, K., The Trinity, rev. ed., (New York: Crossroads, 1998).Zizioulas, J.D., Communion and Otherness (London and New York: T and T

Clark, 2006).

Learning Outcomes: On successfully completing this module a student should be able to

Explain how Trinitarian doctrine originates from the New Testament. Distinguish the phases through which Trinitarian doctrine was

developed in the Patristic period. Evaluate the differences between the Trinitarian formula of the Catholic

and the Orthodox traditions. Evaluate the Trinitarian writings of contemporary theologians.

Methods of Assessment and Student Workload:Annual examination.

Contemporary Ethical Issues

Theme: Exploring (Theological Ethics)ECTS: 5Module Code: HE2332Contact Hours 22Mode of Delivery 22 lectures

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Lecturer: Prof Maureen Junker-Kenny

ModuleDescription: This module analyses contemporary biomedical debates in their underlying philosophical and theological principles, values, and views of the human being. It examines the different Irish, European and international argumentations and legislations that these debates have produced. Issues at the beginning and at the end of human life, the possible conflict between parents’ and children’s perspectives, and the visions of society and humanity implied in positions on advance care directives, on the new reproductive technologies, genetics, healing, enhancement, and cloning will be discussed. Films and excerpts from (what used to be?) science fiction will provide additional avenues to the topics.

Indicative Bibliography: Ammicht Quinn, R., et al., “Women in the Practice of Reproductive Medicine

and in Bioethical Discourse – an Intervention,“ in Concilium 2006/1, ATime for Change? (London: SCM Press, 2006), 119-136(Documentation).

Buchanan, A., Daniels, N., et al, From Chance to Choice (Cambridge: CUP,2001).

Cambridge Handbook of Human Dignity. Historical Traditions, PhilosophicalInterpretations, Legal Implementation and Contemporary Challenges,ed. By M. Düwell, J. Braarvig, R. Brownsword, D. Mieth (Cambridge:CUP, 2014).

Habermas, J., The Future of Human Nature (London: Polity Press, 2003. O’Neill, O., Autonomy and Trust in Bioethics (Cambridge: CUP, 2002), 28-48

(Ch. 2: Autonomy, Individuality and Consent). J Picoult, J., My Sister’s Keeper (London: Hoffer, 2005). Russell, C./Hogan, L./Junker-Kenny, M. (eds), Ethics for Graduate

Researchers (Oxford: Elsevier, 2012).

Learning Outcomes: On successfully completing this module a student should be able to:

Distinguish social, individual, and professional ethical perspectives onconcrete issues in biomedical ethics.

Relate the content of the principles invoked, such as ‘dignity,’‘autonomy’, ‘embodiment’, and ‘privacy’, to different schools of moralthought.

Distinguish an empirical from a transcendental understanding of humandignity and its consequences for concrete ethical issue.

Trace differences in European debate and legislations to two traditionsof thinking about autonomy.

Know about basic documents regarding medical research on humansubjects: World Medical Association Declaration of Helsinki (1964), and its subsequent updates, and the Convention on Human Rights andBiomedicine (Council of Europe 1997).

Explain the positions taken on the question of human enhancement by

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authors from the Rawls School and by J. Habermas. Recognize links between argumentations in Christian Ethics on God as

creator and humans as co-creators to systematic theological positionson the doctrine of God.

Develop a critically reflected position of their own in relation to theconcrete ethical issues under debate.

Argue for their position on which language to use in public discourse onbiomedical ethics.

Know how to handle academic bibliographies and textbooks, and howto structure an academic essay, demonstrating the ability to reconstructan argumentation.

Methods of Assessment and Student Workload: Annual Examination 70%; Essay 30%.

Optional Modules:

Classical Spiritualities (Michaelmas Semester)

Theme: Exploring (Systematic Theology)ECTS: 5Module Code: LY3109Contact Hours 22Mode of Delivery 16 lectures and 6 seminarsLecturer: Dr Siobhan Garrigan

Module Description:This module will introduce students to some classical texts from the vast literature of the Catholic spiritual tradition. The introductory section of this module will present in outline some of the more prominent features of the Catholic spiritual tradition including spirituality as practical theology, the roots of Catholic spirituality in the New Testament notion of discipleship, and the influence of the monastic movement on the Catholic tradition. The introduction will also survey the diversity of Catholic spirituality. The greater part of the module will be devoted to a concentrated study of texts representing the monastic, Jesuit and Carmelite streams of the tradition, viz. the Rule for Monastics (Benedict), the Spiritual Exercises and Autobiography of Ignatius Loyola (Jesuit), the Life of Teresa of Avila by Herself, the Interior Castle (Teresa of Avila) and the Story of a Soul (Therese of Lisieux).

Indicative Bibliography: Beevers, J. (ed.), trans., The Story of a Soul. Autobiography of Therese of

Lisieux (New York: Doubleday/Image Book, 2001).

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Cohen, J. (ed.), Life of Teresa of Avila By Herself (London: Penguin, 1987).McGinn, B., The Essential Writings of Christian Mysticism (Modern Library

Classics, 2006).Munitiz, J. (ed.), Ignatius Loyola: Personal Writings (London: Penguin, 1996).Starr, M., trans., Teresa of Avila, Interior Castle (London: Penguin, 2003).Whyte, C., trans., The Rule of St Benedict (London: Penguin, 2008).Williams, R., The Wound of Knowledge (London: Darton, Longman and Todd,

1979).


Critically read selected texts from the monastic, Jesuit and Carmelite streams of tradition.

Assess the wisdom of this tradition in relation to its own time and ours. Compare and contrast this wisdom with some of the presuppositions of

contemporary populist culture.

Methods of Assessment and Student Workload: Continually assessed

The Book of Kells and Early Irish Texts: A Theological Reading (Hilary Semester)

Theme: TraditioningECTS: 5Module Code: LY3109Contact Hours 22Mode of Delivery 22 lectures/tutorialsLecturer: Dr Fáinche Ryan and Dr Cornelius Casey

Module Description:The Book of Kells, one of the greatest treasures of Trinity College, is perhaps the most renowned illustrated manuscript of the early medieval period. This module will study the manuscript from the point of view of its theological importance, benefiting from several recent scholarly contributions, which will enable the students to learn both the theology and the iconography of this wonderful manuscript.

Indicative Bibliography:Brown, P., The Rise of Western Christendom. 2nd ed. (Blackwell: Oxford,

2003).Meehan ,B., The Book of Kells. (London: Thames & Hudson, 2012).Otto Simms, G., Exploring The Book of Kells (Dublin: O'Brien Press, 2007).

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Assess the distinctive mode of theological expression used in the book of Kells.

Interpret the distinctive elements of theological themes in the illustrations of the Book of Kells

Evaluate the role of the Bible in the early Irish Church.

Methods of Assessment and Student Workload: Continual Assessment

*For module descriptors for other years please refer to the website:http://www.tcd.ie/loyola-institute/undergraduate/

6. ATTENDANCE AT LECTURES

Attendance is required at all lectures, seminars and tutorials unless you are specifically exempted (off books). If you are unable to attend a lecture for any reason, you must let your lecturer know. Unexplained and/or unwarranted non-attendance at more than six lectures per module in any term will result in your performance being deemed non-satisfactory for that term. Being returned as non-satisfactory for two terms puts you at risk of being barred from examinations in accordance with normal university regulations.

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If you cannot attend due to illness for two consecutive weeks you must provide a medical certificate or other equivalent evidence to explain your absence to the Head of Year.

The Institute requires students who have missed six or more lectures to hand in a one-page summary of the main points of each lecture missed from the articles and the notes available either on Blackboard, or as handed out in class, as evidence that they have caught up with what they have missed. The deadline for this is the end of teaching term. For students with a doctor's note, the deadline is extended, but the work has to be handed in at a date before the end of the teaching year to ensure they can sit the examinations. The normal essay assignment has to be completed by the class deadline.

7. ASSESSMENT

Modules will be assessed in a variety of ways which will be stipulated within each module. See the Course Handbook for further details.

8. Writing Essays

Learning to write clear, succinct and well-structured essays is an important part of your education. You should also learn to adhere to the prescribed word-limit. A lecturer may penalise your work if it is too short and may refuse to read material greatly beyond the word limit. Essays will be assessed on the basis of content, logical structure, spelling, grammar and presentation. All essays must be typed or word-processed.

I. Referencing

As you write your essays and/or dissertation, you will frequently refer to other people's work and will sometimes quote passages word for word. In this way you show that you are engaging carefully with the material you are reading. When in your essay you quote somebody or refer to something that they have said, you are required to acknowledge your source. This acknowledgement may take the form of either footnotes or endnotes. Footnotes appear at the bottom of each page. Endnotes appear together at the end of your essay. You must also include a bibliography at the end of your essay listing all the works that you have consulted, including internet sites.

1. Referring to the Bible

We recommend that you use either the RSV or the NRSV version of the Bible. Students taking the language courses will find the RSV more useful since it is a more literal translation than the NRSV.

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When referring to the Bible, you do not need to use footnotes or endnotes. Biblical references normally go in brackets in the body of your text. You should use the abbreviations of Biblical books as found in the RSV and NRSV translations. The punctuation of Biblical references should be as follows. The Book of Genesis, chapter 1, verse 1 should be written as ‘Gen. 1:1’. If you wish to refer to a passage of several verses, then write, for example, ‘Gen. 1:1-5’.

2. Foot/Endnotes

With the exception of Biblical references, all other acknowledgements should take the form of either footnotes or endnotes.

Notes of either kind should take the following form:

For books

First name, Surname, Title of book (Place of publication: publisher, year), particular page number(s) referred to.

Examples:Damien Keown, Buddhism. A very short introduction (Oxford: OxfordUniversity Press, 2000), p. 67.For articles in books

First name Surname, "Title of article", in Name of Book Editor, ed., Title of Book (Place of publication: publisher, year), particular page number(s) referred to.

Example:

Paul Ricœur, “Hope as a Structure of Philosophical Systems”, in Mark I. Wallace, ed., Figuring the Sacred (Minneapolis: Fortress, 1995), pp. 203-216.

For articles in journals

First name Surname, "Title of article", Title of Journal, volume number, issue number (year of publication) particular page number(s) referred to.

Example:

Christian Wiese, "Counterhistory, the ‘religion of the future’ and the emancipation of Jewish studies: the conflict between the ‘Wissenschaft des Judentums’ and liberal Protestantism, 1900 to 1933", Jewish Studies Quarterly 7, 4 (2000) p. 369.

You only need to give full information in the very first reference to a document. Thereafter you may abbreviate thus:

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4 Wiese, "Counterhistory", p. 83.

3. Bibliography

At the end of your essay you will be expected to list the books that you have consulted in a ‘bibliography’. This list should be in alphabetical order of surname.

4. Noting or listing an internet resource

In a foot/endnote

First Name Surname of Author or Webmaster/Webmistress (if known), "Title of text", heading of page, full URL (date last accessed).

Sutherland, Liam T.: "A Brief Re-Examination of the Concept of Belief in the Study of Religion", The Religious Studies Project, http://www.religiousstudiesproject.com/2013/05/15/a-brief-re-examination-of-the-concept-of-belief-in-the-study-of-religion-by-liam-t-sutherland/ (last accessed 23 September 2013).

In a bibliography

Surname, First Name of Author or Webmaster/Webmistress (if known). "Title of text", heading of page, full URL (date last accessed).

Example:

Sutherland, Liam T.: "A Brief Re-Examination of the Concept of Belief in the Study of Religion", The Religious Studies Project, http://www.religiousstudiesproject.com/2013/05/15/a-brief-re-examination-of-the-concept-of-belief-in-the-study-of-religion-by-liam-t-sutherland/ (last accessed 23 September 2013).

NB: Unless using an internet source specifically allowed by the course lecturer, use of internet sites is not permissible as bibliographical material.

For more detailed instructions and examples on how to quote, please refer to the Chicago Manual of Style Citation Quick Guide: http://www.chicagomanualofstyle.org/tools_citationguide.html

II. Plagiarism

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Loyola Institute

Whenever you draw on another person's work, you are required to acknowledge your source. Failure to do so exposes you to the accusation of passing off someone else’s work as your own. This is called ‘plagiarism’. The University Calendar states that this is "a major offence, and subject to the disciplinary procedures of the University". As your essays count towards your final mark, plagiarism in your essays is considered the equivalent of cheating in an examination, a major offence for which you may be expelled.

Plagiarism results from either deliberately using the work of another without proper acknowledgement, or from lack of care in acknowledgements. All quotations and paraphrases of other people's work must be properly referenced to avoid the charge of plagiarism. This includes the work of other students and internet sites. If you use another student's essay notes without acknowledgement, both you and the author of the notes might be charged with plagiarism. To properly reference material taken from an internet site, you should give the full URL of the page.

A very useful resource, developed by Academic Practice and eLearning at Trinity College Dublin, to help you prevent plagiarism and develop your academic writing skills and academic integrity is available at http://www.tcd.ie/CAPSL/readysteadywrite/ . Please watch the student videos and then work your way through the online tutorial on plagiarism. The online academic writing handbook is also a valuable resource.

Your attention is drawn to pages G 13-14 of the Calendar for College regulations on plagiarism, which are here reproduced:

"Plagiarism

63. Plagiarism is interpreted by the University as the act of presenting the work of others as one’s own work, without acknowledgement. Plagiarism is considered as academically fraudulent, and an offence against University discipline. The University considers plagiarism to be a major offence, and subject to the disciplinary procedures of the University.

64. Plagiarism can arise from deliberate actions and also through careless thinking and/or methodology. The offence lies not in the attitude or intention of the perpetrator, but in the action and in its consequences. Plagiarism can arise from actions such as:

(a) copying another student’s work; (b) enlisting another person or persons to complete an assignment on the student’s behalf; (c) quoting directly, without acknowledgement, from books, articles or other sources, either in printed, recorded or electronic format; (d) paraphrasing, without acknowledgement, the writings of other authors.

Examples (c) and (d) in particular can arise through careless thinking and/or methodology where students: (i) fail to distinguish between their own ideas and those of others;

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(ii) fail to take proper notes during preliminary research and therefore lose track of the sources from which the notes were drawn; (iii) fail to distinguish between information which needs no acknowledgement because it is firmly in the public domain, and information which might be widely known, but which nevertheless requires some sort of acknowledge-ment; (iv) come across a distinctive methodology or idea and fail to record its source.

All the above serve only as examples and are not exhaustive. Students should submit work done in co-operation with other students only when it is done with the full knowledge and permission of the lecturer concerned. Without this, work submitted which is the product of collusion with other students may be considered to be plagiarism.

65. It is clearly understood that all members of the academic community use and build on the work of others. It is commonly accepted also, however, that we build on the work of others in an open and explicit manner, and with due acknowledgement. Many cases of plagiarism that arise could be avoided by following some simple guidelines: (i) Any material used in a piece of work, of any form, that is not the original thought of the author should be fully referenced in the work and attributed to its source. The material should either be quoted directly or paraphrased. Either way, an explicit citation of the work referred to should be provided, in the text, in a footnote, or both. Not to do so is to commit plagiarism. (ii) When taking notes from any source it is very important to record the precise words or ideas that are being used and their precise sources. (iii) While the Internet often offers a wider range of possibilities for researching particular themes, it also requires particular attention to be paid to the distinction between one’s own work and the work of others. Particular care should be taken to keep track of the source of the electronic information obtained from the Internet or other electronic sources and ensure that it is explicitly and correctly acknowledged.

66. It is the responsibility of the author of any work to ensure that he/she does not commit plagiarism.

67. Students should ensure the integrity of their work by seeking advice from their lecturers, tutor or supervisor on avoiding plagiarism. All departments should include, in their handbooks or other literature given to students, advice on the appropriate methodology for the kind of work that students will be expected to undertake.

68. If plagiarism as referred to in §63 above is suspected, the head of department will arrange an informal meeting with the student, the student’s tutor, and the lecturer concerned, to put their suspicions to the student and give the student the opportunity to respond.

69. If the head of department forms the view that plagiarism has taken place, he/she must notify the Senior Lecturer in writing of the facts of the case. The Senior Lecturer will then advise the Junior Dean. The head of department may recommend that the work in question receives a reduced mark, or a mark

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of zero. If satisfactory completion of the piece of work is deemed essential for the student to rise with his/her year or to proceed to the award of a degree, the student may be required to re-submit the work. However the student may not receive more than the minimum pass mark applicable to the piece of work on satisfactory re-submission.

70. The Junior Dean will interview the student if the facts of the case are in dispute, or if the head of department feels that the penalty set out in §69 above is inappropriate given the circumstances of the case. In either circumstance, the Junior Dean may implement the procedures set out in CONDUCT AND COLLEGE REGULATIONS §2."

III. Essay SubmissionThe lecturer who assigns the essay (or equivalent) will tell you the day when it is due. Essays are to be submitted in hard copy (two copies) or electronically, according to the lecturer’s requirements, by the date and time stated on the essay assignment.

Unless otherwise instructed, essays to be submitted in hard copy (two copies) are handed in to the Institute’s Executive Officer.

All submissions must have the mandatory essay cover sheet attached.

ALWAYS remember to keep a copy for yourself.

If you hand your essay in after the due date without an extension, it will still be accepted up to one week late with a loss of 10% of whatever mark is awarded. It will not be accepted after the lapse of one week. If you require an extension, contact your college tutor who will need to liaise with your head of year. Remember that if you do not hand in your essays you also risk being returned as non-satisfactory for courses. If this happens over two terms, the department may ask for you to be barred from taking the examinations. Remember also that since the essays count towards your final mark, your grades will suffer if you fail to submit them.

Some lecturers, at their own discretion, may require that you submit an electronic version in addition to a hardcopy to Turnitin (as in: turn-it-in), in which case the following .pdf document is important to read:

http://www.turnitin.com/resources/documentation/turnitin/training/en_us/qs_instructor_en_us.pdf

Instructions on how to use Turnitin and training maybe found online:

http://www.turnitin.com/resources/documentation/turnitin/training/tii_daily_training.pdf

or help on:

http://www.turnitin.com/static/knowledge_base/knowledge_base.html

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Returning Essays.Lecturers will make arrangements with students to return essays and give feedback.. It is College policy that feedback to undergraduates is given within 20 working days. If, in exceptional circumstances, this is not possible, an alternative timing will be agreed upon with the students by the individual lecturer.

IV. Essay Extensions. Essay extensions are granted by your Head of Year (see III above) and only in cases of medical or personal emergencies.

V. skills4study (Help with writing your essay). TCD’s Local Homepage, under “For Students” in the right hand margin, you will find a link to “skills4study”. This service provides instruction for students who require guidance and further education when writing academic essays. Taking the essay writing classes offered by College is an excellent investment for all students.

9. ASSESSMENT CRITERIA

I. Examination Results

First Class I = over 70%Second Class, First Division II.1 = 60 - 69%Second Class, Second Division II.2 = 50 - 59%Third Class III = 40 - 49%

Fail__________________________________________

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F1 30 - 39%F2 less than 30%

The characteristics of work achieving these grades as follows:

Class-ification

Description

First(70-100%)

I

Indicates that the work is of excellent standard. The question/thesis will be addressed fully and clearly in a sustained and coherent argument. The work will show a wide range of relevant sources, which provide relevant support for the argument. The work will also show originality and an ability to integrate a wide range of material.

Overall:

Exceptionally well-structured and informed Demonstrates striking personal insight and originality

Understanding:

Thorough or even authoritative based upon wide reading Comprehensive understanding of relevant material High degree of precision Independent and critical judgment

Structure:

Excellent focus and structure Highly developed presentation and writing style Precision in use of style guidelines Contributes to a highly persuasive line of reasoning

Sources & Research:

Extensive use of sources and engaged with high degree of insight

Exceptionally effective use of evidence to support argument

Upper Second(60-69%)

II.1

Indicates a clear understanding of the subject, a clear and relevant answer to the question, and shows a wider range of sources. The argument is coherent and logical, and there will be few, if any, errors.

Overall:

Good understanding providing an answer informed by wide reading

Reflects clarity of thought

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Demonstrates personal insight and originality

Understanding:

Evidence of independent and critical judgment Discussion provides original insights Good understanding of relevant material Analytical and not only descriptive

Structure:

Well-structured and focused Clear and fluent writing style Compelling argument

Sources & Research:

Good range of sources used and applied Effective use of evidence to support argument

Lower Second(50-59%)

II.2

Indicates a familiarity with the subject, and shows evidence of somewhat wider reading than work awarded a lower grade. There may be some errors in the work, but it presents some relevant ideas and examples.

Overall:

Sound understanding Limited analysis

Understanding:

Generally sound understanding or relevant material but limited range of depth

More descriptive than analytical

Structure:

Generally clear presentation but weak in structure and development of argument

Sources & Research:

Limited use of sources Attempts to support argument with relevant literature Occasionally awkward and unconvincing

Third Indicates an attempt to answer the question. The work may omit

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Class(40-49%)

III

key details, or lack support for the arguments presented, but includes some relevant details. Work awarded this grade typically draws on a narrow range of sources, and may be based solely on lecture notes.

Overall:

Understanding is basic Analysis is limited

Understanding:

Reflects a general knowledge but little detail Analytical thought is minimally demonstrated

Structure: Adequate presentation but unclear and disorganised

Sources & Research:

Coverage of basic material is sparse Support of argument with relevant evidence is

unsuccessful

A minimum of 40% must be achieved for a pass

F1(30-39%)

Indicates that the work does not answer the question set, and/or contains minimal relevant information. The work may also be unstructured and incoherent.

Overall:

Incomplete and/or inaccurate work Unsystematic

Understanding:

Poor understanding Significant inaccuracies Little to no analysis Lack of clarity

Structure:

Argument is disorganized General lack of coherency Fails to meet length requirement Poor use of style guidelines

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Sources & Research:

Minimal or inappropriate use of sources Evidence is not provided to support argument

F2(0-29%)

Indicates the work has completely misunderstood the question, or has made no attempt to use relevant material.

Overall:

Incomplete and/or inaccurate work Unsystematic

Understanding:

Little or no knowledge demonstrated Little or no analysis Inaccurate and/or unclear

Structure:

Disorganised and unclear Incoherent answer or none discernable Unacceptably brief

Sources & Research:

Inappropriate and/or inaccurate use of sources/literature Poor or no use of evidence to support argument

II. Examination Conventions

In order to rise with their year, students must pass the annual examination. The following conventions apply in the determination of results. Students wishing to discuss their examination results should consult in the first instance the Head of Year.

1. Junior & Senior Freshman (Single Honour)

Please refer to the TSM harmonised regulations as found in the College Calendar (http://www.tcd.ie/calendar/assets/pdf/2013-14/TCDK1.pdf), K 5-6 and below (2).

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III. Transcripts

Transcripts of examination results are available on application to the Institute’s Executive Officer.

10. EXPLANATION OF ECTS

The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives of a module or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the Indicative credit system for higher education in Ireland and across the European Higher Education Area.

The ECTS weighting for a module is a measure of the student input or workload required for that module, based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty.

The European norm for full-time study over one academic year is 60 credits. 1 credit represents 20-25 hours estimated student input, so a 10-credit module will be designed to require 200-250 hours of student input including class contact time, assessments and examinations.

ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component courses. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed.11. RESOURCES: BOOKS AND THE LIBRARYExperience shows that students who adopt a good routine of personal reading and study throughout the year are the ones who succeed. Reliance on class notes alone is not adequate for the standard expected in an honors degree programme.

You are expected to buy a certain number of books. You will need a Bible; the department recommends that you use the RSV or NRSV version. Before deciding what books to buy, ask your course lecturers for advice. For most of your reading, however, you will be using the College Library. Apart from lectures, the library is arguably the most important resource within College for Arts students.

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Junior Freshman students should take the "Library Tour" offered by the library staff. Through this tour you will find out how to take full advantage of the resources that the Library offers.

12. RESOURCES: COMPUTER FACILITIES

It is in your interest to learn to type as soon as possible and to familiarise yourself with the computer facilities available to you in College.

1. General information

Computers available to undergraduate students can be found at the following locations:

Arts Building, lower ground floor, Beckett Rooms 1 and 2

Áras an Phiarsaigh, beside the Players Theatre

201 Pearse Street (PCs only), to the right of Áras an Phiarsaigh

"The Arches", under the railway line in the northeast corner of College

The Hamilton Building, at the Westland Row end of College

When you register, you will be given a login ID and a password, both of which you will need to access the College computers. You will also be given, free of charge, an e-mail account. Brief starter courses in computer use will be offered during the week of registration.

Every student will also be provided with personal file storage. This means that you can save material on the College network. You can then access this material on any computer in any of the above locations. It is, of course, imperative that you back up all your work. Anything you save on your personal file storage can be opened only with your password.

Any problems you have with computers should be brought to the attention of the College's Information Systems Services (IS Services). Their help desk is in Áras an Phiarsaigh and they can be reached by phone at Ext. 2000 (or at 608 2000 if you are phoning from outside College). An IS Services Handbook is available from the Help Desk.

13. Resources: THE WEINGREEN MUSEUM

The Weingreen Museum of Biblical Antiquities is named in honour of its founder Professor Jacob Weingreen. It received its present title in 1977 in recognition of Professor Weingreen's contribution to the creation of the museum. Professor Weingreen was Erasmus Smith's Professor of Hebrew at Trinity College Dublin between 1939 and 1979.He excavated in the Near East

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and maintained contact with archaeologists who donated pieces to the Museum. Professor Weingreen was the author of the Hebrew grammar textbook that is still recognized as the standard teaching work on the subject.

The museum’s collection consists of pottery and other artefacts from the ancient Near East: items from ancient Israel, Egypt and Babylon, Greek and Roman coins, Roman lamps, for example. The museum exists to further scholarly research and teaching. Visiting scholars, school parties, and members of the public, are welcome to visit, by appointment, during teaching term. The Weingreen Museum is located on the 5th Level of the Arts Building, in Room 5036. Applications should be made in writing to the Curator of the Weingreen Museum, Dr Zuleika Rodgers.

14. INTERNATIONAL STUDY

I. Visiting Students at Trinity

Visiting students attending modules for JF, SF, and JS years are assessed in one of two ways: (1) essay and annual exam, identical to the assessment structure of non-visiting students; or (2) essay only, for those unable to attend the annual exam. Visiting students unable to sit the exam write an extended essay that is double length (i.e. twice the word count) of students who will sit the annual exam. See module description for details on word count..

II. Trinity students abroad:

Students can apply for the international exchanges that Trinity offers on a competitive basis to spend their JS year at a University in Canada, the US, Australia or Asia. Students undertaking an approved exchange are normally expected to achieve a minimum grade of second class (first division) in the Senior Freshman annual examination for a Junior Sophister exchange. Students who are required to take supplemental assessments may participate in the exchange at the discretion of the Institute.

15. COLLEGE SCHOLARSHIPS AND PRIZES

I. College Scholarships and Conventions

Scholars are elected annually in various subjects on the result of an examination held in January. In one of the most colourful events of the academic year, the names of those elected are formally announced by the Provost from the steps of the Examination Hall on the Monday of Trinity Week.

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Scholars are entitled to free Commons (meals in the dining hall) and free rooms in College. They also receive an allowance and are exempt from paying fees.

Candidates must give notice of their intention to take the scholarship examination on the prescribed form, obtainable from the Senior Lecturer's Office, West Theatre. For specific dates and information please visit this link:

http://www.tcd.ie/vpcao/administration/examinations/information-for-students.php

The traditional time to sit the scholarship examination is in the Senior Freshman Year.

Candidates are examined in four 2-hour papers, covering subjects from the first three semesters. The objective of the foundation scholarship examinations is to identify students who, at a level of evaluation appropriate to the Senior Freshman year, can consistently demonstrate exceptional knowledge and understanding of their subjects. The examination requires candidates to demonstrate skill in synthesising and integrating knowledge across the full range of the set examination materials; to demonstrate rigorous and informed critical thought; and, in appropriate disciplines, to demonstrate a highly-developed ability to solve problems and apply knowledge. As such, the types of questions found in the scholarship examination differ from those found in the annual examinations.

For more information on Foundation and non-Foundation Scholarships see College Calendar (2012-13) pages S1-S14.

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